(CNSNews.com) -- The state's attorney report on the horrific murders at the Sandy Hook Elementary School by shooter Adam Lanza found no "conclusive motive" for his actions but did document unsettling facts about the 20-year-old killer, including computer files he kept on the rights of pedophiles, a movie about man/boy love, instant messages concerning "homosexual fantasies," numerous mass murder documents, and a computer game entitled "School Shooting."

In "School Shooting," an amateur computer game, "the player controls a character who enters a school and shoots at students," reads an Investigation Report (DPS-302-E) that is among the 1,000-plus pages comprising the state's attorney report on the shootings.

Lanza, after shooting his mother Nancy Lanza at home on the morning of Dec. 14, 2012, drove to the Sandy Hook Elementary School in Newtown, Conn., and shot and killed 20 children and six adults, and then shot himself. (Full report, text and images here. Summary report here.)

In his summary report, State's Attorney for the Judicial District of Danbury Stephen Sedensky says the "shooter had significant mental health issues" but "the shooter's mental status is no defense to his conduct as the evidence shows he knew his conduct to be against the law. He had the ability to control his behavior to obtain the results he wanted, including his own death."

The summary report states that in the electronic evidence gathered at Lanza's house from his computer, "investigators found many things that are on a typical hard drive or memory card" but, "That being said, the following selected topics or items were found within the digital evidence seized."

" Commercial movies depicting mass shootings."
" The computer game titled 'School Shooting' where the player controls a character who enters a school and shoots students."
" Five-second video (dramatization) depicting children being shot."
" Materials regarding the topic of pedophilia and advocating for rights of pedophiles (not child pornography)."

Does this look like someone who could carry out a HEAVY DUTY MILITARY ASSAULT on Kids?

Ryan Lanza-Brother of Adam Lanza

Along with the summary report is a "Review of Electronic Evidence" Investigation Report based upon an analysis of a USB hard drive that belonged to Adam Lanza. Among the numerous folders and sub-folders, investigators found a Text document entitled "pbear," a document "written advocating pedophiles' rights and the liberation of children." (See Investigation Report.pdf)

There also was a "writing" document entitled "Lovebound," which is described as a "screenplay or script describing a relationship between a 10-year-old boy and a 30-year-old man." This manuscript was apparently written by Lanza, according to the report.

The movie Voor Een Veroloren Soldatt (For a Lost Soldier) is a 1993 Dutch film that tells the story of a sexual relationship between a 12-year-old boy and a Canadian soldier in the Netherlands near the end of World War II.

The movie, as described in 1993 by the New York Times, is a gay "coming of age" film without "any implied accusation of child abuse. ... [T]he film assigns no blame and assesses no damages." In a folder entitled "Smigglesnsuch," there is an "Instant Message history with SixteenBitElder 'The Stranger' and 'Smiggles' (presumably the shooter) from December 2010 - February 2011. Discussion that focuses on gaming, homosexual fantasies, and day to day activities." There also is a text file called "Selfish," a "Word document explaining why females are selfish." There also is a video of a dancing "pedobear." A pedobear is an illustrated teddy bear image that programmers originally designed several years ago to flag child pornography or material deemed sexually inappropriate for children, but which has sometimes been used by child pornographers to draw attention. The game on Lanza's hard drive, "School Shooting," apparently was not a commercial product; the state's attorney has not provided any further information on the game. - See more at:

Dozens of private/public(Classified Government Contractors) "trained actors" are being used by the Government to stage incidents to change/adjust(brainwash) American's minds into Dis Arming the Citizenry. And also to view BIG BROTHER as your only protector against those who would dare UPHOLD AND DEFEND THE CONSTITUTION as well as have the gall to understand the BILL OF RIGHTS.

Recent United States Army studies have indicated that the leadership requirements of the modern war fighting force involve several significant differences from historical experience. Some factors of particular importance to the new generation of military leaders include: (i) the broad variety of people-centered, crisis-based military missions, including counter-terrorism, peacekeeping, operations in urban terrain and the newly emphasized homeland defense, in addition to more conventional warfare; (ii) the command of and dependence on a number of complex weapon, communication and intelligence systems involving advanced technology and specialized tasks; (iii) increased robotic and automated elements present on the battlefield; (iv) distributed forces at all echelons, requiring matching forms of distributed command; and (v) increased emphasis on collaboration in planning and operations.

The demographics of the military leadership corps is changing in several ways. Among the positive features of this change is a high level of sophistication and experience in computer use, including computer communication gaming and data acquisition. This means that modern training simulations should be as motivating and as well-implemented as commercial gaming and information products in order to capture and hold the attention of new military trainees.

There are currently highly developed aircraft, tank and other ground vehicle virtual simulators that realistically present military terrain and the movement of the vehicles within the terrain. Such simulators are very effective at teaching basic operational skills. Networks of virtual simulators, including SIMNET, CCTT and the CATT family, are also available to teach leader coordination of combined arms weapons systems during conventional and MOUT (Military Operations on Urbanized Terrain) warfare in highly lifelike settings. Likewise, constructive simulations such as BBS, Janus, WARSIM, WARSIM 2000 and others are very effective in focusing on the tactical aspects of leadership, i.e., representing movement of material, weapons and personnel particularly for higher echelon maneuvers.

But the same level of developmental effort has not been directed toward equally effective virtual and/or constructive simulators for training leadership and related cognitive skills in scenarios involving substantial human factor challenges. For example, driving a tank does not require the background knowledge, the collaboration or the complex political, diplomatic and psychological judgments that must be made in a difficult, people-centered crisis leadership situation. These judgments depend largely on the actual and estimated behavior of human participants, both friend and foe, in the crisis situation. Unfortunately, the complete modeling of complex human behavior is still beyond current technical capabilities.

As a result, these kinds of leadership skills have routinely been taught in the classroom through lectures and exercises featuring handouts and videotapes. It is possible for a good instructor to build the tension needed to approximate a leadership crisis, but sustaining the tension is difficult to accomplish. Showing the heartbreak of the crisis and the gut-wrenching decisions that must be made is not the strong suit of paper-and-pencil materials or low budget, home-grown videos.

Large classroom exercises such as "Army After Next" and "The Crisis Decision Exercise" at the National Defense University have attempted to give some sense of the leaders' experience through week-long exercises that involve months of planning. These exercises are effective, but they cannot be distributed widely or easily recreated without significant effort. Also, they are not easy to update and modify, and they require a large contingent of designers and developers, as well as on-site operators, to run them after months of planning time.

Story-based simulations, on the other hand, increase participant attention and retention because story-based experiences are more involving and easier to remember. Participants are also able to build judgmental, cognitive and decision-making leadership skills because the simulations provide realistic context in which to model outstanding leadership behavior. Story-based simulations can teach innovation because they are able to challenge participants by providing dramatic encounters with unexpected events and possibilities. Also, story-based simulations overcome the limitations of current constructive and virtual simulations in modeling complex human behavior, which is an increasing aspect of today's leadership challenges.

Crisis-based leadership training requires an awareness of human factors that has been especially difficult to teach through printed materials or the classroom. Giving complexity to an adversary's personality or turning a political confrontation into a battle of wits and will (things that, in fact, represent much of today's military decision making) are easier to discuss than to practice or simulate.

From a computational perspective, the term simulation is commonly used to refer to computational systems that compute subsequent states of a modeled environment by applying some transformational rules to the current model state. For example, weather simulations are computed in this manner--by first describing the current meteorological conditions and then applying knowledge about atmospheric conditions to make a prediction about what will happen in the future. Likewise, the U.S. military uses simulations to make predictions about the outcomes of battles and to give soldiers experience in simulations of potential future battles. The phrase `constructive simulations` has been used to describe simulations that compute subsequent states by applying transformational rules to the current state. Constructive simulations easily accommodate run-time interaction on the part of human participants. That is, at any moment in the simulation, a trainee can make a decision that changes the state of the modeled world and causes a change that will be propagated by transformational rules, and which may ultimately cause drastic changes in the final outcome of a simulated warfare environment.

The important disadvantage of the use of constructive simulations in military training is the surrender of pedagogical and dramatic control. While it may be desirable to use a simulation to provide pedagogically valuable experiences to trainees, there is little that an instructional designer can do to ensure that certain experiences will occur within the environment. As the trainees have free will and control over the course of the outcome of the simulation, it is impossible to ensure that a specific situation or set of situations will arise once the simulation has begun. The only direct control that instructional designers are given over the simulation is its starting state. Accordingly, there has been an increasing amount of interest in the notion of scenario development, where this has come to mean the specification of initial states for constructive simulations that are likely to lead to pedagogically valuable experiences for trainees.

While well-crafted initial states have a certain utility, particularly when training tactical skills for force-on-force warfare, other types of skill training suffer greatly due to the lack of pedagogical control. This is particularly true of military leadership skill training, where the lessons to be learned by trainees have less to do with timing and positioning of troops, and more to do with complex interrelationships among superior and subordinate officers and enlisted soldiers. In short, it is much easier to ensure that a tactical problem will arise given an initial simulation state than a leadership problem.

Given the autonomy of the actors' characters in a storyline, the story composer is additionally faced with numerous critical problems: how can the composer prevent the actor from taking actions in the imagined world that will move the story in a completely unforeseen direction, or from taking actions that will derail the storyline entirely? How can the composer allow the actors to make critical decisions, devise creative plans, and explore different options without giving up the narrative control that is necessary to deliver a compelling experience? Also, in the case of interactive tutoring systems, how can the composer understand enough about the beliefs and abilities of the actors to create an experience that has some real educational value, i.e., that improves the quality of the decisions that they would make when faced with similar situations in the real world?

Therefore, what is needed is a method and apparatus for advanced leadership training simulation that allows the participants to make real-time critical decisions, devise creative plans and explore different options without relinquishing the composer's narrative control and while allowing the composer to create an experience that improves the quality of leadership decision-making and delivers a compelling experience, preferably using story-driven simulation.

Story-driven simulation is a technology that expands on previous research efforts to create interactive experiences in virtual worlds where the outcomes are known and specified in advance by instructional designers (e.g., Cleave, 1997). This approach allows instructional designers to work with storyline writers to create a training experience that is dramatically engaging and includes a specific set of training experiences, but to do so in a manner that allows for a high degree of interactivity.

I have uncovered what appears to be an elaborate staged false flag network in which David O Russell, a jew, funded by the daughter of the CEO of Oracle, a CIA data gathering network, Megan Ellison, also a jew.